Translation from EFL textbook to classroom: Pedagogy semiosis and strategy

Authors

  • Qu Tao

    College of Foreign Languages and Cultures, Sichuan University

DOI:

https://doi.org/10.18063/fls.v1i1.1089

Abstract

The modern semiotic world has undergone dramatic changes. Due to the development of technology, a wide range of media and mode are now available to sign makers, facilitating as well as requiring translations within and across semiotic systems. This research takes a social semiotic multimodal approach to study translation practices in educational situations in China. It explores how meaning is translated from EFL textbook to classroom teaching in Chinese universities, from the aspects of pedagogy, semiosis and effects. Focusing on translation, this article analyzes how pedagogy is redesigned in terms of situated practice, overt instruction, critical framing, and transformed practice. Based on the analysis of semiotic resources available in textbook and classrooms, this article discusses the functional loads of modes, patterns of mode combinations, translation categories, and semiotic strategies for realizing multiliteracies pedagogy. Finally, the effects of translation are explored in terms of pedagogy, sentient perception, cognitive process, physical features, and dissemination quality.

Keywords:

social semiotics; translation; multiliteracies; EFL

References

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How to Cite

Tao, Q. (2019). Translation from EFL textbook to classroom: Pedagogy semiosis and strategy. Forum for Linguistic Studies, 1(1). https://doi.org/10.18063/fls.v1i1.1089

Issue

Vol. 1 , Iss. 1 (October 2019)

Article Type

Article

License

Copyright © 2019 Qu Tao

Creative Commons License

This is an open access article under the Creative Commons Attribution 4.0 International License.